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• Management works well in terms of increasing economic efficiency and productivity.

• You should strive for excellence.

• You should focus on “soft skills” which are actually “real skills”.

• Effective leadership can help companies navigate difficulties and failures, and eventually find successful processes to get forward.

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Seth Godin – Leadership vs. Management - What it means to make a difference

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1. Live with integrity

2. Don’t pass on your suffering, pass on the wisdom you learn - life will never be fair.

3. The choice to take risks. Don’t wait for proof. Take risks.

4. Choose new words - Words are powerful. Don’t use the words entitled, blame and deserve.

5. Choose to get up every single day and bless your day - not based on what you have or what you feel, just be grateful because you are.

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Choices that can Change your Life | Caroline Myss | TEDxFindhornSalon

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Pronoun Guide For Educators and Society 

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The School Counselor and LGBTQ+ Youth - American School Counselor Association (ASCA)

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American School Counselor Association (ASCA) (2019). The ASCA National Model: A framework for school counseling programs (4th ed.). Author.

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"In his talk, Simon Sinek, consultant and author, explain the emergency for companies and organizations to wonder “why”: why, fundamentally, did they build up themselves, why do they exist and which are the values in which they believe?"

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Research shows that LGBTQ youth are disproportionately bullied (whether in person or via cyberbullying), verbally and physically harassed, and assaulted in schools by peers and staff. Such hostility has been correlated to lower school performance and psychological and emotional distress, including suicidal ideation and attempt, depression and anxiety.

In the 2015 GLSEN (formerly Gay, Lesbian & Straight Education Network) National School Climate Survey, LGB students reported higher levels of verbal, physical and sexual violence and bullying than did their heterosexual counterparts. Specifically, 98.1 percent of LGB students heard the word "gay" used in a derogatory manner, 85.2 percent reported verbal harassment, and 34.7 percent reported being physically harassed in the past year. In addition, a 2017 meta-analysis (conducted by co-authors Roberto L. Abreu and Maureen C. Kenny) of 27 empirical studies on the effects of cyberbullying on LGBTQ youth revealed that compared with their heterosexual and cisgender counterparts, these students are disproportionately harassed online and through other technology-based means. Such harassment has been correlated to a range of behavioral and emotional difficulties, including suicidal ideation (with some studies suggesting rates as high as 40 percent among LGBTQ youth) and suicide attempts (with rates as high as 30 percent).

Many LGBTQ students identify school counselors as the one school staff member to whom they are most likely to disclose concerns related to their sexual and gender identity. Given this reality, school counselors are uniquely positioned to address myths about LGBTQ youth, to advocate for these students and to effect change.
Dispelling myths
Let's begin by examining five myths that can have an impact on the identity, safety and well-being of LGBTQ youth. We'll also look at specific strategies and interventions that counselors can use to address these myths and increase the safety of LGBTQ students.

Myth #1: Parents must be informed of their child's sexual and gender identity. A 10th-grader discloses to her high school counselor that she identifies as a lesbian. Most of her friends know, but she has yet to tell her parents. She fears their reaction because she has heard them make derogatory remarks toward LGBTQ individuals in the past. Must the school counselor inform the student's parents?

The American School Counselor Association (ASCA) National Model (2012) stresses the importance of parent and family involvement and its influence on the well-being of students. Although parent engagement is critical when working with LGBTQ youth, school counselors should consider several factors before disclosing to parents a student's sexual or gender identity. Many LGBTQ students believe they lack parental support, and they may fear rejection, abuse and an unsafe home environment if their parents discover their sexual or gender identity.

Therefore, the counselor in this scenario should first discuss with the student her feelings about informing her parents and assess how they may react to this information. It would be important for the counselor to prepare the student for potential negative parental responses. Role-playing the conversation could be helpful for the student. It would be best to have the minor client make the disclosure to her parents with the counselor present to provide support. It is also important to have a plan in place to provide the client with a safe place to stay should the parents totally reject her and need time to adjust to the situation.

In certain instances, school counselors may have to break confidentiality. For example, what if the student also disclosed to the counselor that she was distraught over the situation and was having suicidal thoughts and feelings of hopelessness because she feared that her parents would never understand or accept her sexual and gender identity? In that situation, there would be potential harm and danger to the minor client. Therefore, the counselor would need to conduct a thorough suicide assessment, then inform the client of the legal and ethical reasons that confidentiality must be breached.

It is important for counselors to check their schools' policies and procedures in relation to dealing with crisis situations such as suicide. School counselors can work with parents individually or in groups to foster awareness and acceptance of LGBTQ students and to promote understanding of their needs and the challenges these students face every day.

Myth #2: Gender-neutral facilities are a threat to school safety. A school district policy does not allow transgender students to use the restroom that corresponds to their gender identity. A transgender student has brought this to the attention of the school counselor, inquiring about what to do. The student says he often goes the entire school day without going to the restroom.

School counselors should use their role as staff and educators to speak to the school administration about this issue. In talking to school administrators, counselors can present research related to transgender students experiencing a lack of safety in schools and make the argument that forcing these students to use a bathroom that does not align with their gender identity only contributes to this presenting concern.

Some states have passed laws precluding gender-neutral facilities, imposing on the rights of transgender individuals to use the restroom that corresponds to their gender identity rather than their sex at birth. Some of these laws have been incorporated into school policy. The rationale given for these laws has been to protect public privacy and safety. However, there is no research evidence to support this claim.

In 2015, Media Matters for America conducted a survey of 17 school districts in 12 states encompassing approximately 600,000 students. The survey asked about cases of harassment or inappropriate behavior after transgender-inclusive policies had been passed in those districts. The survey results concluded that no incidents of sexual harassment or inappropriate behavior had been reported in those schools, debunking the myth that gender-neutral facilities are a threat to school safety.

Counselors, as social justice agents, must involve themselves in policy. This can be done at school meetings, where counselors can advocate for gender-neutral policies in schools and school districts. Counselors can inform school administrators of their interest in participating in these meetings and being involved in the decision-making process. They can volunteer to conduct information sessions for meeting participants about the academic, personal and career needs of LGBTQ youth. Counselors should actively seek to advocate for transgender youth so that these students can use the bathroom that best aligns with their gender.

Myth #3: School policies and laws protect all students. School policies and laws have focused mainly on reducing bullying but not necessarily on protecting LGBTQ youth and keeping them safe. The 2015 GLSEN report that investigated anti-bullying policies in the nation's school districts revealed that out of the 13,181 school districts surveyed, 70 percent had anti-bullying policies. However, only 20 percent of these school districts had LGB-inclusive policies, and only 10 percent had LGBT-inclusive anti-bullying policies.

Although anti-bullying policies may be in place, LGBTQ students continue to report higher incidents of bullying and harassment than do other students. Often, these policies are not widely distributed to students and staff, and although most students and staff may be aware of district anti-bullying policies, they are not necessarily aware of LGBT-inclusive anti-bullying policies.

Furthermore, policies and laws are often influenced by politics and societal opinions. Laws referred to as "no promo homo" involve efforts to prevent national LGBT education, mandate that administrators take a neutral stance on gender identity and prohibit providing specific services to these students. Although seven states (Alabama, Arizona, Louisiana, Mississippi, Oklahoma, South Carolina and Texas) had "no promo homo" laws as of January 2018, many states are working to develop LGBT-inclusive laws and policies that do not discriminate against these youth. For example, many states have developed LGBT anti-discrimination laws. These laws also permit transgender students to participate in sports congruent with their gender identity.

School counselors need to be proactive and work with school administrators to develop LGBT-inclusive policies. Counselors can assist in disseminating and discussing these policies regularly with students, parents and staff. Counselors should educate school administrators on bullying and "no promo homo" laws so they will better understand the detrimental effects of systemic oppression on LGBT youth.

In addition, school counselors should empower LGBTQ students to share with school staff their experiences with bullying and harassment within the school. This will open the door for school personnel to make a personal connection with these students and will help them learn more about the physical and mental health consequences of LGBTQ bullying and lack of representation.

Myth #4: LGBTQ students are safe around all school personnel. Many LGBTQ students do not feel safe at school - around either other students or school personnel. The GLSEN survey from 2015 reported that more than 50 percent of LGBTQ students heard homophobic comments from teachers and school staff. Many of these students believed that reporting harassment or assaults to school personnel would worsen the situation and that no action would be taken. Among those who did disclose bullying, harassment or assault to school staff, 63.5 percent indicated that their reports were ignored. In addition, when these incidents were reported, LGBTQ students faced harsher discipline than did their heterosexual and cisgender peers and were often blamed for the incidents (see research from Shannon Snapp, Jennifer Hoenig, Amanda Fields and Stephen Russell). This lack of support from school personnel places LGBTQ students at greater risk of being victimized.

In 2017, students in California's San Luis Obispo High School published an edition of the student paper, Expressions, featuring LGBTQ issues. In response, a special education teacher at the school wrote a letter quoting the Bible and stating that those committing homosexual acts "deserve to die." The school administration chose not to discipline the teacher for the action, stating that teachers as well as students "do not shed their First Amendment rights" at school. Although the teacher resigned soon after the incident, his statement remains a testament to the harassment and discrimination leveled against some LGBTQ students by school personnel.

School counselors need to advocate for and support LGBTQ students in the face of such victimization. Providing training to all students, parents and school staff is critical to reducing incidents of bullying and harassment and increasing awareness and sensitivity to the issues LGBTQ students confront in schools. A middle school in South Florida developed a monthlong program that focused on bullying prevention, including sexual and gender identity sensitivity training at various levels. At the high school level, counselors are forming LGBTQ support groups to provide outlets for these students to discuss specific issues and concerns. These groups provide one way to let these students know that they are valued and that their voices are important.

Myth #5: Sex education is inclusive of all students. Sex education that is LGBTQ inclusive is very limited or nonexistent in our nation's schools. Often, this lack of inclusion is due to discomfort and lack of knowledge about LGBTQ sexuality on the part of school personnel, students and parents. Many teachers do not feel competent to teach on the topic.

Traditionally, sex education in U.S. schools centered on an abstinence-only curriculum. This ideology changed somewhat in the 1980s because of the AIDS epidemic, the increase in sexually transmitted diseases and teen pregnancy. The curriculum during this time focused on prevention and contraception, but no content was included on LGBTQ sexuality. In the 1990s, there was an effort to develop national guidelines for comprehensive sex education by the Sexuality Information and Education Council of the United States, a task force composed of educators and health professionals. However, these guidelines also lacked specific and clear directives on how to address the needs of LGBTQ students in schools.

Health care reform legislation in 2010 provided states with funding to draft comprehensive sex education in schools. One of the programs created from this initiative was the Personal Responsibility Education Program for young adults. Once again, however, this program
failed to offer educational content or policy language that was inclusive of LGBTQ students.

Given this reality, school counselors can take leadership roles in advocating to administrators and teachers on the importance of including educational information and materials about LGBTQ sexuality in the sex education curriculum. Counselors may need to ensure that the programs being used to teach sexuality are inclusive. Counselors can assist health educators by providing appropriate materials (see hrc.org/resources/a-call-to-action-lgbtq-youth-need-inclusive-sex-education for more information on LGBTQ-inclusive sex education). Counselors can also conduct psychoeducational workshops to dispel myths and misconceptions regarding LGBTQ students with all stakeholders, including students, school staff and parents.
A call to action
Clearly, the perpetuation of these myths indicates that something more needs to be done to better support LGBTQ students within school systems. School counselors, as outlined by ASCA, have an ethical obligation to support underserved and oppressed populations. Additionally, school counselor training programs emphasize the role of school counselors as agents of change within the school system and professional leaders who must act as allies and advocates for all students.

This role includes:

Being aware of the challenges that LGBTQ students face within the school system

Designing a developmental, comprehensive school counseling program to support the LGBTQ student population

Advocating for policies and practices that address inequities regarding academic, career and social/emotional domains for LGBTQ students

Therefore, supporting LGBTQ students and promoting social justice initiatives should be done through large-scale, small-scale and individual interventions in an effort to create a positive school climate for everyone.
Readiness assessment
The first step is to conduct a needs and readiness assessment. This assessment should focus on gauging the school's current climate related to LGBTQ students and the willingness of staff to make needed changes. Assessments should target students, faculty, staff and parents. Their openness toward acceptance and making changes, as well as the amount of education and training they have received related to LGBTQ populations, is important to assess.

Parents and school personnel may be reluctant to support LGBTQ youth in part because they do not feel prepared to respond to the unique needs of these students. School counselors will need to collaborate and discuss concerns with all stakeholders to comprehensively make appropriate systemic changes. These conversations also allow school counselors to gain awareness of current school policies and procedures related to the treatment of LGBTQ students.

Additionally, before changes can begin, school counselors should collect data that may be reflective of disparities and issues that LGBTQ students face within the school. Such data may include behavioral referrals, truancy rates and negative changes in grades and attitudes/behaviors. Behavioral referrals should be more specific and include incidents of verbal and physical harassment that LGBTQ students have endured as well as LGBTQ students who might be "acting out" in class in reaction to bullying or oppressive interactions.

LGBTQ students who are lacking support and involved with negative interactions often are truant, report somatic complaints and disengage from the learning process. It is therefore important that school counselors collect and examine data concerning absenteeism, visits to the school nurse, incidents of skipping class and dropping grades. This data should be saved and used as well during the measurement of formative and summative program success. This information will help inform what needs exist and how the school can best support LGBTQ students in dealing with their struggles.

It is important to note here that when collecting and analyzing data, counselors should look for patterns and then meet with students individually, regardless of their sexual or gender identity. At the time of this meeting, if the student discloses that their struggles are indeed related to their LGBTQ identity (for example, they are being bullied because of their gender expression), then counselors should move forward with interventions while making sure to protect the student's confidentiality.
Intervention formulation
After school counselors have conducted a thorough assessment of their schools' climate and needs, they can begin to formulate interventions and adjust policies to better support LGBTQ students. School counselors should include LGBTQ community members on their advisory boards to assist with inclusivity when promoting change and programming. Change and programming should include interventions at the schoolwide, small group and individual levels.

Schoolwide interventions addressing bullying and diversity have been deemed most effective in promoting a more positive school environment for all students. These interventions should include procedures and programming specific to the LGBTQ population, such as staff training on LGBTQ issues, multicultural awareness and response procedures regarding victimization of LGBTQ students. Schoolwide strategies and policies to address LGBTQ-specific bullying and harassment must also be outlined.

Schools are also encouraged to provide educational workshops for parents that address issues related to sexual and gender identity, ways of talking at home about bullying (with both victims and perpetrators), and ways to discuss diversity and acceptance beyond the school setting. These conversations should include information that is pertinent and specific to LGBTQ students.

As a universal approach, teachers should be encouraged to incorporate LGBTQ-affirming curricula into their existing core areas of focus at the elementary, middle and high school levels as developmentally appropriate. School counselors also need to include examples of LGBTQ populations and the issues they face in classroom guidance lessons and when promoting positive behavior intervention and character education programs at their schools. Positive recognition of LGBTQ students, parents, staff and community members can also help to promote a more accepting environment overall. Additionally, it is beneficial to foster support from those involved in athletics and other extracurricular activities. This includes recruiting the active assistance and endorsement of coaches and athletes regarding LGBTQ students.

In addition to schoolwide interventions, schools can better support LGBTQ students by providing small group and individual services designed specifically for them. Safe zones/diversity rooms can be designated to serve as a resource for LGBTQ student needs or concerns. These spaces should be run by the school counselor or other trained staff and must respect the confidentiality of the students who use them. These spaces can serve as a safe, supportive environment for LGBTQ and other students to discuss issues they are facing. In addition, they can serve as resource rooms stocked with helpful books, flyers and other materials.

School counselors can also facilitate support groups specifically for LGBTQ students, allowing them to openly discuss their experiences, process their thoughts and feelings, and develop coping strategies. Group topics could include local and national resources available for LGBTQ individuals, LGBTQ role models, family relationships, intimate relationships, coming out, personal and professional issues that LGBTQ individuals encounter, and information about higher education institutions that are affirming of LGBTQ individuals.

Support groups for parents of LGBTQ students should also be offered. These groups would address ways for these parents to support their children. The groups would also provide a forum for parents to share their experiences and concerns with each other and with the school. In addition, many schools now offer a Gay-Straight Alliance (GSA), a student-led organization with a faculty adviser that typically meets to learn about issues that LGBTQ students are facing. GSA is meant to be a group that promotes acceptance, social justice and advocacy.

School counselors also make themselves available to all students for individual counseling. In many cases, they may be the only mental health professional that students have easy access to for support. It is therefore imperative that school counselors demonstrate cultural competency and provide a safe, affirming environment that includes acceptance and respect for all students.

School counselors need to be aware that LGBTQ students may not present with problems related to their sexuality or gender identity. School counselors also need to consider other contextual factors such as family dynamics when counseling LGBTQ students. In addition to providing leadership toward systemic change, counselors need to have an understanding of issues that specifically affect LGBTQ students on an individual basis. This understanding is achieved through an ongoing process that includes communicating with the local LGBTQ community, participating in continuing education opportunities about LGBTQ students, reading the latest research related to this population and familiarizing themselves with the legal and ethical mandates surrounding LGBTQ students. Most important, school counselors must engage in ongoing self-examination of their own biases, stereotypes and blind spots concerning all students.

The role of school counselors in advocating for LGBTQ students in school is critical. It is school counselors' professional and ethical responsibility to ensure a safe and harassment-free learning environment for all youth. Connecting with parents and educating them on the continuum of gender and sexual identity can also be an important part of the process. Given counselors' expertise and skills in supporting diversity and communicating difficult topics, they can play a central role in helping staff, administrators and students create schools that empower LGBTQ youth.

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Recommended resources from the authors

A Queer Endeavor (aqueerendeavor.org): This site provides educators, school staff, families and students with resources (videos, lesson plans, curriculum development best practices, textbook recommendations) to help support and create an inclusive school environment for sexual minority and gender-expansive students.

GLSEN Educator Resources (glsen.org/educate/resources): GLSEN is one of the nation's largest advocacy groups focused on providing resources that promote the well-being of sexual minority and gender-expansive students in grades K-12. This site provides tools for schoolwide advocacy programming and lesson plans that are LGBTQ inclusive.

It's Pronounced Metrosexual (itspronouncedmetrosexual.com): This site provides online resources (worksheets, videos, articles, books) about privilege and oppression overall, with an emphasis on educating society about topics related to sexual and gender identity. The site serves as a source of information for social justice advocates, researchers and clinicians.

American Psychological Association (APA) Safe and Supportive Schools Project (apa.org/pi/lgbt/programs/safe-supportive/default.aspx): APA's Safe and Supportive Schools Project partners with five professional organizations, including the American Counseling Association and ASCA, to provide training and educational resources. The goal is to help school personnel, leaders of community organizations, parents and students to build positive, supportive and healthy environments that promote acceptance, allowing LGBTQ youth to thrive as their authentic selves.

****

Knowledge Share articles are developed from sessions presented at American Counseling Association conferences.

Roberto L. Abreu is an assistant professor of counseling psychology at Tennessee State University. His research agenda focuses on the well-being of LGBTQ people of color, with specific attention to parental, school and community acceptance of Latinx LGBTQ youth. Contact him at rabreu@tnstate.edu.

Adriana G. McEachern is a professor emerita, a visiting associate professor and the program director for counselor education in the Department of Leadership and Professional Studies at Florida International University. She is a national certified counselor, certified rehabilitation counselor and licensed mental health counselor in Florida.

Jennifer Geddes Hall is a clinical assistant professor at Clemson University and a licensed professional counselor. She has more than 15 years' experience working with children and teenagers as a school counselor and clinical mental health counselor in various community settings.

Maureen C. Kenny is a professor of counseling at Florida International University and director of the university's clinical mental health counseling program.

Letters to the editor: ct@counseling.org

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Opinions expressed and statements made in articles appearing on CT Online should not be assumed to represent the opinions of the editors or policies of the American Counseling Association.

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Promoting LGBTQ students' well-being in schools - Counseling Today

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Research shows that LGBTQ youth are disproportionately bullied (whether in person or via cyberbullying), verbally and physically harassed, and assaulted in schools by peers and staff. Such hostility has been correlated to lower school performance and psychological and emotional distress, including suicidal ideation and attempt, depression and anxiety.

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Great Visual and Explanation of Language

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WHAT IS "GENDER IDENTITY"?

* "Gender identity" refers to how people see and identify themselves; for example, some people identify as female; some people identify as male; some people as a combination of genders; as a gender other than male or female; or as no gender. For example, transgender girls identify as girls but were classified as males when they were born. Transgender boys identify as boys but were classified female when they were born. Everyone has a gender identity.

* "Gender Expression" refers to how people express their gender identity. Everyone expresses their gender identity in different ways: for example, in the way they dress, the length of their hair, the way they act or speak and in their choice of whether or not to wear make-up.

WHAT DOES "TRANSGENDER" AND "GENDER NONCONFORMING" MEAN?

* "Transgender" is a general term used to describe people whose gender identity differs from the sex they were assigned at birth.

* "Gender nonconforming" refers to people who do not follow other people's ideas or stereotypes about how they should look or act based on the female or male sex they were assigned at birth.

* "Transgender" and "Gender nonconforming" are umbrella terms that often encompass other terms such as transsexual, cross dresser, gender queer, femme queen, A.G., Two Spirit, and many more. It is important to refer to people with the term they prefer.

* "Gender Questioning" People who are questioning their gender identity might be wondering whether they identify as a boy, a girl or another gender. They might also be experimenting with different genders.

Did you know that it is illegal to discriminate against transgender or gender nonconforming students in New York City?

New York City and State law protects students' right to be free from discrimination on the basis of their gender identity or because some aspect of their appearance or behavior does not match stereotypes associated with their gender identity or their sex assigned at birth.

o A school may not refuse to admit a student because they are transgender or gender nonconforming.

o A school may not suspend or expel a student because they are transgender or gender nonconforming.

o A school may not force a student to receive psychiatric treatment before admitting them or once they are enrolled simply because they are transgender or gender nonconforming.

o A school may not prevent a transgender student from using the restroom or locker room that corresponds with their gender identity.

o A school may not ask a student to disenroll or transfer to another school because they are transgender or gender nonconforming.

o A school may not deny a student participation on a sports team because they are transgender or gender nonconforming

New York City and State law protects students' rights to wear clothing that corresponds to their gender identity and expression.

* For example, it is against the law to refuse to allow a student to attend school and related events and activities because that student is wearing clothes that are too "girlish" or "boyish." This is true regardless of the gender identity or the assigned birth sex of the student.

* A school may not compel a student to shave or groom their hair to look more "feminine" or "masculine."

New York City and State law protects its students' right to be free from harassment and discrimination on the basis of their gender identity.

* Examples of harassment include:

o repeated, deliberate use of pronouns and names that are inconsistent with a student's gender identity;

o Denying appropriate academic support to a student because of their gender identity

o Inappropriate touching;

o Insults or remarks about a student's body parts or about a student's behavior being too "masculine" or "feminine";

o Asking people inappropriate, unnecessary questions about their gender identity, anatomy, and / or any medical treatment that is related to their gender identity;

o Verbal, sexual, or physical assault because of one's gender identity.
School faculty, administrators and staff also have an obligation to protect students from harassment and discrimination from other students.
But, did you know that transgender, gender nonconforming and gender questioning youth still encounter pervasive discrimination at schools?
For example, transgender youth have reported being:
* called derogatory names at school, such as "dyke", "faggot,""it" and "he-she" by both other students and faculty;

* prevented from using the restroom or locker room that corresponds to their gender identity and sometimes even being unable to use any restroom at school because of their gender identity;

* beaten up because of their gender identity;

* sexually assaulted because of their gender identity;

* forced to fight to defend themselves resulting in suspension and/or expulsion;

* forced to miss school because of suspensions or skip school because of fear resulting in missed learning opportunities;

* forced to quit school because of their gender identity;

* forced to attend psychiatric programs because of their gender identity;

* ridiculed and / or punished by teachers for dressing and / or acting too "feminine" or "masculine";

* left with little or no academic support at school by faculty and administration

* left with little or no emotional support at school by faculty and administration;

* given no one they can reach out to for support about their gender identity at school;

* made deathly afraid of being "outed" and skipping school as a result.

These are some ways you can make school a safer and gender affirming place for transgender youth:

* Arrange for transgender awareness training for faculty, staff, and administrators from a qualified community-based trainer. Most people do not receive training or support in transgender awareness throughout their education or professional careers; it is not fair to assume that educators will arrive at their work already having learned the skills they need to work respectfully and effectively with youth from these communities. Transgender awareness trainings are most effective when they are mandatory and regular.

* Incorporate positive information about transgender issues into curricula. The existence of transgender people is often erased or only included in a highly stigmatized way in the teaching of any subject, as well as in media and popular culture. The lack of any positive acknowledgment of transgender issues or history makes it difficult for transgender, gender nonconforming, or questioning young people to feel that they have a place in the world and supports a worldview among other students that transgender people do not exist or are an appropriate object of scorn.

* Create gender neutral restrooms. Eliminating sex segregation of facilities can significantly decrease violence and harassment against transgender and gender nonconforming youth. While sex-segregated restrooms or locker rooms exist, however, transgender and gender nonconforming youth should be supported in using whichever facilities they identify as most appropriate for themselves in terms of their gender identity and safety needs.

* If a student talks to you about their gender identity, listen in a respectful and non-judgmental way. Do not brush them off, react with skepticism or disapproval, or pressure them to put themselves in any particular category. Support them in developing their own understanding of their gender and direct them to resources for transgender, gender nonconforming and questioning youth. Do not "out" a young person or disclose their gender identity to another without permission.

* Avoid perpetuating gender stereotypes. Many of us enforce gender norms without even realizing it, but these stereotypes hurt everyone, especially transgender young people, gender nonconforming young people, and young women. Think carefully about the messages in everything you say, do, teach, or communicate about gender. Are you complimenting girls more often on their appearance but boys more often on their athleticism? Do you ever imply there is something wrong with men who behave in stereotypically feminine ways? Do you discipline girls more harshly than you would otherwise if they seem "masculine" or "butch" to you? Does your language ever equate gender (the way people view themselves and express their genders) with genitals (a persons birth sex and anatomical designation) or otherwise imply that the gender identities of transgender people are not "real"?

* Intervene and take action when students use gender-specific terminology to make fun of each other. When students make fun of each other with terms like "sissy," "pussy," "faggot," "dyke," "homo," "freak," "it," "he-she," "bitch," or "gay" and faculty fail to intervene, these words are perceived as acceptable. The use of such language further alienates transgender and gender nonconforming in schools and perpetuates discriminatory stereotypes about gender, gender identity and sexual orientation.

* Create gender-neutral and / or mixed gender spaces. Be mindful about the ways in which single-gender teams and/ or groups (like girls-only groups and boys-only groups) can alienate transgender and gender nonconforming students. Proactively create spaces for transgender and gender nonconforming students within these groups and/or create additional spaces for transgender and gender nonconforming students.

* Always refer to transgender and gender nonconforming students appropriately. Always use students' preferred names, even if they are different from their legal names, and always use the pronouns that students identify as appropriate for themselves. Correct yourself and others if you or they make a mistake.

* Ensure that employment opportunities at your school are open to transgender and gender nonconforming people. Recruit at transgender focused events, job fairs, locations, and web sites. Ensure that current and prospective employees are not discriminated against or harassed on the basis of gender identity or any other non-job related characteristic.

* Listen to criticism from transgender, gender nonconforming, and questioning students. Take such criticism seriously without becoming defensive; such feedback is an important opportunity to learn and grow.

FOR MORE INFORMATION:

Contact the Sylvia Rivera Law Project at (212) 337-8550 or www.srlp.org for additional resources and information.

SELECTED SOURCES

United States Education Act Amendments of 1972, Title IX 20 U.S.C. Sec. 1681

N.Y. Executive Law § 291 (2)

N.Y. Executive Law § 290 (3)

N.Y.C. Admin. Code, § 8-107(4)

N.Y.C. Admin. Code, § 8-602

Doe v. Bell, 194 Misc. 2d774, 754 N.Y.S.2d 846 N.Y., Sup., 2003 [it is illegal discrimination to force a transgender girl to wear boys clothing in the foster care system]

Doe v. Yunits, Superior Court of Massachusetts, 2000 [a school could not force a transgender girl to wear boys clothing]

Franklin v. Gwinnett County Public Schools, 503 U.S. 60 (1992) [re: Title IX, establishing that victims of sexual h arassment and other forms of sex discrimination in schools may sue for monetary damages]

Gebser v. Lago Vista Independent School Dist., 118 S.Ct. 1989 (1998) [re: Title IX, school district liability for the sexually harassing behavior of a high school teacher toward a student ]

Price Waterhouse v. Hopkins, 490 U.S. 228 (1989) [re: Title VII, employment action based on female employee's failure to comport with female sex stereotype in appearance and behavior is illegal sex discrimination]

Scott v. Board of Ed., Union Free School Dist. No. 17, Hicksville, 61 Misc. 2d 333, 305 N.Y.S.2d 601 (Sup. Ct. 1969)

Advocates for Youth. "Trans Living: Youth Resources" available at http://www.youthresource.com/living/trans/index.htm

Gay Lesbian Straight Education Network. "Harsh Realities: The Experiences of Transgender Youth in our Nation's Schools." Available at http://www.glsen.org/binary-data/GLSEN_ATTACHMENTS/file/000/001/1375-1.pdf

Trans Youth Family Allies: Serving Youth Family Allies - Understanding through Education. http://www.imatyfa.org/

Sexuality Information and Education Council of the United States (SIECUS). Fact Sheet: Lesbian, Gay, Bisexual, Transgender Youth Issues (April/May 2001) available at http://www.thebody.com/content/whatis/art2449.html

Transgender Law Center. "transgender and gender nonconforming youth: recommendations for schools."Available at http://www.transgenderlaw.org/resources/tlcschools.htm

Download:
Fact Sheet: Transgender & Gender Nonconforming Youth In School (Black and White)Fact Sheet: Transgender & Gender Nonconforming Youth In School

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Fact Sheet: Transgender & Gender Nonconforming Youth In School

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WHAT IS "GENDER IDENTITY"? * "Gender identity" refers to how people see and identify themselves; for example, some people identify as female; some people identify as male; some people as a combination of genders; as a gender other than male or female; or as no gender.

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"Workplaces where humans thrive are possible! With a strong solution-focus, leaders who coach empower and develop talent in others. Companies are increasingly adopting a coaching culture, quietly bringing about a positive revolution in work relations and performance. Coaching is more than a skill, it’s a new leadership style that brings out the best in everyone and creates value all-around. In fact, anyone can use a coaching style at work and at home."

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Leaders who coach are creating better workplaces, and so can you. | Saba Imru-Mathieu | TEDxLausanne

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Every leader has his or her own unique leadership style. There are three commonly observed leadership styles: authoritarian, democratic and laissez-faire. An authoritarian leader has a strong preference for structure and ground rules and supervises followers. A democratic leader seldom gives orders and prefers to help followers figure out how to complete work tasks. A laissez-faire leader allows followers to accomplish tasks in their own way with complete freedom. Leaders tend to embody aspects of multiple styles depending on the situation. A democratic leader, for example, may have to behave in an authoritarian way when making a difficult decision. Thus, while it might appear that a leader has a commonly observed style, it is not static or unchanging. Whether leaders recognize it, they are constantly evaluating their environment and people and their ideas as good or bad and decisions as ethical or unethical.

personal traits and experiences shape leadership style

Core values are an individual's guiding principles. They keep an individual grounded and centered. Core values might include honesty, dedication, trust or humility. When leaders are aware of their core values, they can use them to guide the decision-making process by determining whether the choice aligns with their core values. Core values live at the center of who a leader aspires to be and provides a grounding point for where leadership decisions are made (Kouzes and Posner 2016).

Attitudes are the way a leader views the world, that is, how an individual perceives, thinks, and feels about his or her workplace, profession and future. A leader's attitude can be judged by observing actions, words or reactions to everyday situations. Leaders exhibit attitudes purposely as well as accidentally. When a leader demonstrates an optimistic attitude, followers exhibit confidence. When a leader demonstrates a negative attitude, followers might exhibit defeat. Both intended and unintended consequences of attitudes can change the tone, demeanor and output of the workplace (Daft 2015).

Real-life experiences are events that define your professional history. That is, almost no one begins his or her career as a leader. Most leaders have spent time in an organization and have served in a variety of roles before assuming leadership positions. In addition, most experienced leaders have a work history that creates a story about them as workers. For example, a college president who began working as a waitress in high school, sold flowers as a college student, and worked odd jobs while earning her PhD brings with her a personal work history of service, responsibility and growth. These experiences, often tied to our tapestry of professional work history, are what mold us into who we are today and should be readily attributed to how a leader learned while working in a variety of employment settings.

Personal Leadership Philosophy: How it Works and Why it Matters

In practice, a PLP should begin with a brief introduction that provides details about leadership style. Second, the leader's core values should be shared describing how they influence his or her professional behavior. Third, the PLP should address how the individual's attitude or mindset impacts his or her leadership behavior. Last, a leader should share how real-life experiences shaped his or her personal work history.

A PLP should be reviewed often and shared with others. It is important that a leader not hide the content of a PLP, as the intent is to help others understand and appreciate the leader's history and leadership principles. Publishing a PLP can occur informally, such as sharing within a leadership team, or formally, such as posting on a LinkedIn profile or at the top of a resume. In addition, the accountability found when sharing the PLP helps the leader maintain a realistic approach to how he or she behaves and responds while leading in action.

The development of a PLP is something that is part of the Creighton University Master of Science in Organizational Leadership degree curriculum. During their degree studies, students analyze their core values, attitudes and real-life experiences and develop a personal leadership philosophy that can help them become more effective leaders and grow in their professional lives. Students are asked to apply their unique leadership philosophies in everyday life and we work to make sure the content is relevant from the conception of study.

The benefits of establishing a PLP are that it provides insight for both the leader and the followers. A PLP demonstrates reflective practices and self-awareness (Kouzes and Posner 2016). It can provide a framework to help leaders remain consistent in their leadership behaviors. Last, it can establish a standard that leaders can turn to when they are faced with a challenging situation.

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Why leaders should develop a leadership philosophy

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When leaders have clarity about who they are, how they lead, and what followers can expect, their actions become transparent and more consistent.

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It's Pronounced Metrosexual: Gender, Sexuality, & Social Justice

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Learn about gender, sexuality, & social justice with Sam Killermann. Your free online resource for everything from genderbread people to LGBTQ vocabulary.

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31:30 - 36:00 to learn more about the teaching of emotional intelligence in schools and what Dan thinks should be the priority as we look ahead in our system. What should we be teaching in schools?

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Emotional Intelligence - with Dan Goleman

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"Daniel Goleman makes the case for teaching children two types of focus: self-awareness and empathy. He also shares research on how students who better understand themselves and others experience improved academic performance, personal development, and relationships".

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Daniel Goleman Introduces Emotional Intelligence | Big Think

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Emotional intelligence or EI is the ability to understand and manage your own emotions, and those of the people around you.

People with a high level of EI:
1. Know what they're feeling
2. What their emotions mean
3. How these emotions can affect other people

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The Global Emotional Intelligence Test uses 40 questions which are derived from, the Global instrument, which contains 158 items. These are based on Goleman's four quadrant Emotional Intelligence Competency Model (2002). Click EI Capability Assessment here for more details. Short EI quizzes such as this are meant to be fun, and to give you a guide to which EI areas you are doing well in and those which perhaps you need to focus on for development.

This Test, is a forced-choice psychological test which requires you to choose Instructions for the FREE EI Test one statement in each pair of statements that describes you best. For each pair of statements, select the statement that best applies to you. Do not over-analyse the questions, or try to think of "exceptions to the rule." Be spontaneous and choose the statement that comes closest to the way you are.

Occasionally there will be questions that ask you to make a close call between two choices. This is because the Test is trying to distinguish between specific areas. If a question is very close and you can't decide which statement applies to you best, you can come back to it after you have completed the other questions.

The Test usually takes about 10 minutes to complete. At the end of the test, click on the Score Test button, and wait for the computer to generate an EI profile of your scores. If you have answered honestly and accurately, your scores will reflect your capability level within each of the EI quadrants.

We cannot guarantee the accuracy of the results of this Test - only that it can help you begin your journey of self-development!

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Emotional Intelligence Test - Global Leadership Foundation

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Free emotional intelligence test developed by Global Leadership Foundation

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"In this book, you’ll embark on 12 Self-Discoveries that will help you get to know yourself, so you can stop getting in your own way. You’ll learn how, with practice, you can retrain your mind to develop new thought patterns that will serve you better as you work toward your life’s aspirations".
https://beyondei.inc/publications/

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Daniel Goleman: Podcast, Books, 2020 Interview

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Daniel Goleman: Podcast, Books, 2020 Interview

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https://www.keystepmedia.com/first-person-plural/
https://www.danielgoleman.info/purchase/
https://www.youtube.com/watch?v=9ADA5LcNzIE

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is a podcast about us, the systems we're a part of, and how we create an emotionally intelligent future. Brought to you by First Person Plural: EI & Beyond New York Times best selling author, Daniel Goleman, his son, Hanuman Goleman, and EI Coach, Elizabeth Solomon this podcast goes beyond the theory of emotional intelligence. This show will present an array of stories, which will inspire you to lead with more mindfulness and resilience, and bring you a new awareness of the systems we work, live, and create in.

See all episodes, guest bios, and links to resources in our Episode Notes.

Subscribe to our podcast on the following platforms to get notified when new episodes are released:
Listen to our most recent episodes:

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First Person Plural: EI & Beyond is a podcast about us, the systems we're a part of, and how we create an emotionally intelligent future. Brought to you by New York Times best selling author...

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TED Talks relating to emotional intelligence

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TED Talks relating to emotional intelligence

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https://www.inc.com/justin-bariso/want-to-increase-your-emotional-intelligence-watch-these-5-ted-talks-today.html

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When most people imagine intelligence, they picture a mathematician solving equations, a novelist writing great works of literature or a philosopher expounding on wise principles.

But brilliance takes many forms, not least of which is the ability to comprehend and manage emotions. Known as emotional intelligence, this trait is often overlooked, yet crucial for success as a business leader.

Here's what having emotional intelligence provides you with:
Acute Awareness
One of the defining features of emotional intelligence is the ability to comprehend the effects of your feelings. This is crucial for making sound, objective decisions when your pride and self-esteem are at stake. All leaders must face situations where their emotions make a decision seem better than it is.

If you previously expressed support for a certain strategy, for example, your pride will be tied up with that strategy, making it harder to recognize if it isn't working. Leaders who have emotional intelligence are more likely to realize when pride and other emotions are influencing their thinking, allowing them to make more rational, impartial choices.
Impact Interpretation
In addition to reigning in your own feelings, emotional intelligence makes it easier to anticipate and respond to others' sentiments. As much as we may want for it to be objective, business is an emotional experience.

Bad news from work can shock or dismay your employees, while good news may make them unreasonably optimistic. Emotional intelligence means you can tell ahead of time how others will react and develop a strategy to keep them grounded.
Mental Health Management
Those with emotional intelligence have an easier time assessing the emotional and psychological state of their employees. This makes it easier to determine if someone is suffering from:

* Anxiety

* Depression

* Grief

* Trauma

* Eating disorders

By recognizing threats to your employees' mental health, you can provide them with the support and professional resources they need to recover. Not only is this good for their health but it promotes a more harmonious, productive workplace.
Cultivated Communication
Leaders with emotional intelligence have an improved ability to gauge others' responses to their words and actions. This makes it easier for you to tell if your employees really understand what you are saying or are confused but unwilling to say so. You can then refine your messages accordingly, developing reliable ways of communicating with everyone who works for you.

Emotional intelligence also makes it easier for you to listen to what other people are saying clearly and without judgment, ensuring that others can always give you the information you need.
Helpful Humor
Never underestimate the value of humor in business. A good joke or clever play on words can cheer up dismayed employees, win over skeptical customers and draw positive attention to your brand. If you have emotional intelligence, it will be easier to tell what people will find funny. You can also determine in which situations humor will be appropriate, finding the proper balance between serious work and lightheartedness.

While intelligence is important, emotional intelligence is a key to success in leadership and in being able to relate to others. When dealing with others, truly try to place yourself in their situation. It will help you choose the best method to solve problems and achieve your goals.

How has emotional intelligence helped you to make sound and informed decisions?

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Council Post: Why Emotional Intelligence Is Indispensable For Leaders

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When most people imagine intelligence, they picture a mathematician solving equations, a novelist writing great works of literature or a philosopher expounding on wise principles. But brilliance takes many forms, not least of which is the ability to comprehend and manage emotions.

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The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

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Emotional Intelligence in Leadership - Learning How to Be More Aware

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Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

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Anyone trying to come up to speed on emotional intelligence would have a pretty easy time of it since the concept is remarkably recent, and its application to business newer still. The term was coined in 1990 in a research paper by two psychology professors, John D. Mayer of UNH and Peter Salovey of Yale. Some years later, Mayer defined it in HBR this way:

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How Emotional Intelligence Became a Key Leadership Skill

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A reading list to bring you up to speed.

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10:30 - 20:00
Paige Haber-Curran's section

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Emotional Intelligence in Leadership & Social Justice

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Prioritising happiness and kindness influences how we approach everything - including our personal lives, families, communities, schools and workplaces. It also shapes our views on public policy and helps us to consider the wellbeing of future generations too.
We have no religious, political or commercial affiliations and welcome people of all faiths (or none) and all parts of society. Our members make a simple pledge: to create more happiness and less unhappiness in the world.

Our patron is The Dalai Lama.

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Action for Happiness is a charity that promotes a happier and more caring society. We promote how to be happy, kindness, connection & wellbeing

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1. Self-Assessment

2. Self-Regulation

3. Empathy and Compassion

4. Relationship Management

5. Effective Communication

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Trait Theory

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Authentic leaders are seen as genuine, or "real." Authentic leadership is still forming as a theory, but more research has been done the past few decades due to people's insecurity in leadership and their desire to have leaders who are honest and "good" (Northouse, 2016). My current supervisor, Beth, whom I just started under a month ago, is a great example of an authentic leader according to Bill George's practical approach to authentic leadership.

George's model focuses on the different qualities an authentic leader has (or can develop). If a leader demonstrates these qualities or characteristics, they will be a more authentic leader and their followers will respond positively and the organization will benefit. There are five dimensions described by George, and each are associated with an observable characteristic: purpose and passion, values and behavior, relationships and connectedness, self-discipline and consistency, and heart and compassion (Penn State, 2017). Beth displays all of these.

Authentic leaders have a sense of purpose, knowing what they are about and where they are headed (Northouse, 2017). Purpose manifests itself as passion. Passionate people are interested in what they are doing, are inspired and intrinsically motivated, and care about the work they are doing (Northouse, 2017). About a month ago, the work at the office was restructured. A new unit was created for a specific part of our job. I was placed in that unit under Beth who was selected to lead. Beth demonstrates passion for this new job, as she shows she cares about figuring out the best way to accomplish the work, and spends a lot of time running reports and brainstorming ways to help the new unit succeed.

Secondly, authentic leaders have values, know what they are, and don't compromise on those values (Northouse, 2017). This quality manifests itself through the leader's behavior, authentic leaders acting in accordance with their values. Beth clearly values that work is does according to policy and in the best interest of our clients. She does not let people take shortcuts if they are against policy, and will not compromise the rules. I see her as a better leader because of this, compared to other supervisors I have dealt with that do not follow policy at all times.

Thirdly, authentic leaders build relationships with others and have connectedness with their followers. They are willing to share their experiences and listen to others' experiences, and are communicative with their followers (Northouse, 2017). Beth does this often, she talks to us about her work and personal life sometimes, and listens when we talk about our lives as well. She is open about what changes are occurring, the thought process behind them, and demonstrates respect of all of us. Because she connects with us, we respect her in return, understand what is going on, and are more committed to her goals and ideas.

The fourth dimension of authentic leadership is self-discipline, which gives leaders focus and determination: ability to focus on a goal, and move forward towards that goal even in the face of setbacks (Northouse, 2017). This is consistency. Self-disciplined leaders remain cool, calm, and consistent during stressful situations (Northouse, 2017). Beth has demonstrated this a lot in the past month. Implementing our new process has come with a lot of confusion, stress, and situations coming to light that need adjustments. Beth has consistently kept her cool and kept all of us on track. She stays focused, adjusts what needs changed, keeps us in the loop, and moves forward.

Finally, authentic leaders have heart, which shows in their compassion. They are sensitive to others' needs and are willing to help them (Northouse, 2017). Beth has done this by noticing when we are stressed about the process (it has caused our workloads to increase dramatically and deadlines to shorten immensely). She checks in with us as a group and individually to see how we are dealing with everything, and what she can do to relieve the stress. She seems like she is genuinely concerned about her followers' well-being and wants to alleviate as much as she can.

Overall, all of these qualities of Beth are what make her an authentic leader. Her passion, behaviors, ability to connect, consistency, and compassion are all inspiring. It is clear through these actions that she cares about her job, the work, how to accomplish it, and how to keep her followers happy, productive, and focused. We know that no matter how stressful or complicated this new process is, Beth has our back, wants to find the best approach to get the work done, and will help us genuinely. I wish more leaders would display this level of authenticity.

References:

Northouse, Peter G. (2016). Leadership: Theory and Practice (7 th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Pennsylvania State University. (2017). Lesson 12: Authentic Leadership. In PSYCH485: Leadership in Work Settings: Spring 2017. Retrieved from: http://psu.instructure.com.

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Five Characteristics of Authentic Leadership

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Authentic leaders are seen as genuine, or "real." Authentic leadership is still forming as a theory, but more research has been done the past few decades due to people's insecurity in leadership and their desire to have leaders who are honest and "good" (Northouse, 2016).

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Servant Leader

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Top 8 Leadership Styles - Definitions & Examples | Indeed Career Tips

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What is it that makes some people excel in leadership roles? Leadership theories seek to explain how and why certain people become leaders. Such theories often focus on the characteristics of leaders, but some attempt to identify the behaviors that people can adopt to improve their own leadership abilities in different situations.

Early debates on the psychology of leadership often suggested that such skills were simply abilities that people were born with. In other words, these theories proposed that certain people were simply "born leaders." Some more recent theories propose that possessing certain traits may help make people nature leaders, but that experience and situational variables also play a critical role.

A Closer Look at Leadership Theories

As interest in the psychology of leadership has increased over the last 100 years, a number of different leadership theories have been introduced to explain exactly how and why certain people become great leaders.

What exactly makes a great leader? Do certain personality traits make people better suited to leadership roles, or do characteristics of the situation make it more likely that certain people will take charge? When we look at the leaders around us-be it our employer or the President-we might find ourselves wondering exactly why these individuals excel in such positions.

People have long been interested in leadership throughout human history, but it has only been relatively recently that a number of formal leadership theories have emerged. Interest in leadership increased during the early part of the twentieth century.

Early leadership theories focused on what qualities distinguished between leaders and followers, while subsequent theories looked at other variables such as situational factors and skill levels. While many different leadership theories have emerged, most can be classified as one of eight major types.

"Great Man" Theories

Have you ever heard someone described as "born to lead?" According to this point of view, great leaders are simply born with the necessary internal characteristics such as charisma, confidence, intelligence, and social skills that make them natural-born leaders.

Great man theories assume that the capacity for leadership is inherent-that great leaders are born, not made. These theories often portray great leaders as heroic, mythic, and destined to rise to leadership when needed. The term "Great Man" was used because, at the time, leadership was thought of primarily as a male quality, especially in terms of military leadership.

Such theories suggest that people cannot really learn how to become strong leaders. It's either something you are born with or born without. It is very much a nature ( as opposed to nurture) approach to explaining leadership.

Trait Theories

Similar in some ways to Great Man theories, trait theories assume that people inherit certain qualities and traits that make them better suited to leadership. Trait theories often identify a particular personality or behavioral characteristics shared by leaders. For example, traits like extroversion, self-confidence, and courage are all traits that could potentially be linked to great leaders.

If particular traits are key features of leadership, then how do we explain people who possess those qualities but are not leaders? This question is one of the difficulties in using trait theories to explain leadership.

There are plenty of people who possess the personality traits associated with leadership, yet many of these people never seek out positions of leadership. There are also people who lack some of the key traits often associated with effective leadership yet still excel at leading groups.﻿﻿

Contingency Theories

Contingency theories of leadership focus on particular variables related to the environment that might determine which particular style of leadership is best suited for the situation. According to this theory, no leadership style is best in all situations.

Leadership researchers White and Hodgson suggest that truly effective leadership is not just about the qualities of the leader, it is about striking the right balance between behaviors, needs, and context.﻿﻿

Good leaders are able to assess the needs of their followers, take stock of the situation, and then adjust their behaviors accordingly. Success depends on a number of variables including the leadership style, qualities of the followers, and aspects of the situation.

Situational Theories

Situational theories propose that leaders choose the best course of action based upon situational variables. Different styles of leadership may be more appropriate for certain types of decision-making.

For example, in a situation where the leader is the most knowledgeable and experienced member of a group, an authoritarian style might be most appropriate. In other instances where group members are skilled experts, a democratic style would be more effective.

Behavioral Theories

Behavioral theories of leadership are based upon the belief that great leaders are made, not born. Consider it the flip-side of the Great Man theories. Rooted in behaviorism, this leadership theory focuses on the actions of leaders, not on mental qualities or internal states. According to this theory, people can learn to become leaders through teaching and observation.

Participative Theories

Participative leadership theories suggest that the ideal leadership style is one that takes the input of others into account. These leaders encourage participation and contributions from group members and help group members feel more relevant and committed to the decision-making process. In participative theories, however, the leader retains the right to allow the input of others.

Management Theories

Management theories, also known as transactional theories, focus on the role of supervision, organization, and group performance. These theories base leadership on a system of rewards and punishments. Managerial theories are often used in business; when employees are successful, they are rewarded and when they fail, they are reprimanded or punished.

Relationship Theories

Relationship theories, also known as transformational theories, focus upon the connections formed between leaders and followers. Transformational leaders motivate and inspire people by helping group members see the importance and higher good of the task.

These leaders are focused on the performance of group members, but also want every person to fulfill their potential. Leaders with this style often have high ethical and moral standards.﻿﻿

A Word From Verywell

There are many different ways of thinking about leadership, ranging from focusing on the personality traits of great leadership to emphasizing aspects of the situation that help determine how people lead.

Like most things, leadership is a highly multi-faceted subject and it is a mixture of many factors that help determine why some people become great leaders. Learn more about some of the things that make people strong leaders is one way of potentially improving your own skills.

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Why Do Some People Become Great Leaders?

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What is it that makes some people excel in leadership roles? Leadership theories seek to explain how and why certain people become leaders. Such theories often focus on the characteristics of leaders, but some attempt to identify the behaviors that people can adopt to improve their own leadership abilities in different situations.

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Learn about the behavioral theory of leadership & management from Harappa Education & maintain a good balance of authority, empathy and inspiration. Understand behavioral approach to leadership from examples of behavioral theory to lead on a path of workplace success.

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Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

Transformational leadership is a leadership style that can inspire positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic, and passionate. Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well.

Quick Background

The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of moral and motivation."﻿﻿

Later, researcher Bernard M. Bass expanded upon Burns's original ideas to develop what is today referred to as Bass's Transformational Leadership Theory. According to Bass, transformational leadership can be defined based on the impact that it has on followers. Transformational leaders, Bass suggested, garner trust, respect, and admiration from their followers.﻿﻿

Mental Health in the Workplace Webinar

Components

Bass also suggested that there were four different components of transformational leadership.

1. Intellectual Stimulation: Transformational leaders not only challenge the status quo; they also encourage creativity among followers. The leader encourages followers to explore new ways of doing things and new opportunities to learn.

2. Individualized Consideration: Transformational leadership also involves offering support and encouragement to individual followers. In order to foster supportive relationships, transformational leaders keep lines of communication open so that followers feel free to share ideas and so that leaders can offer direct recognition of the unique contributions of each follower.

3. Inspirational Motivation: Transformational leaders have a clear vision that they are able to articulate to followers. These leaders are also able to help followers experience the same passion and motivation to fulfill these goals.

4. Idealized Influence: The transformational leader serve as a role model for followers. Because followers trust and respect the leader, they emulate this individual and internalize his or her ideals.

So what are some typical signs of a transformational leader? Groups led by this type of leader tend to be both successful and loyal. They give a lot to the team and care deeply about the group's ability to accomplish its goals. Turnover tends to be quite low as transformational leaders are able to inspire a great deal of commitment in their followers.

In their classic text, Transformational Leadership, authors Bass and Riggio explained:

"Transformational leaders...are those who stimulate and inspire followers to both achieve extraordinary outcomes and, in the process, develop their own leadership capacity. Transformational leaders help followers grow and develop into leaders by responding to individual followers' needs by empowering them and by aligning the objectives and goals of the individual followers, the leader, the group, and the larger organization."

"Research evidence clearly shows that groups led by transformational leaders have higher levels of performance and satisfaction than groups led by other types of leaders," explained psychologist and leadership expert Ronald E. Riggio in an article for Psychology Today.

The reason, he suggests, is that transformational leaders believe that their followers can do their best, leading members of the group to feel inspired and empowered.

What can you do to become a more transformational leader? Leadership experts suggest that having a strong, positive vision of the future plays a critical role. Not only is it important to believe in this vision yourself; you've also got to inspire others to buy into your vision as well.

Link to Well-Being

According to the results of one study, this style of leadership can also have a positive influence on employee well-being.﻿﻿

The study published in the Journal of Occupational and Environmental Medicine involved surveying workers at several different German information and communication technology companies. Researchers asked participants to answers questions about their employer's leadership style.

A score for transformational leadership was then determined based on qualities such as providing intellectual stimulation, giving positive feedback for good performance, leading by example, and helping employees feel like they were making a contribution toward the goals of the group.

The researchers discovered that employees who identified a higher level of transformational leadership in their employers also had higher reported levels of well-being. The effect stayed significant even after researchers controlled for factors that are linked to well-being such as job strain, education, and age.

"The results of this study suggest that a transformational leadership style, which both conveys a sense of trust and meaningfulness and individually challenges and develops employees, also has a positive effect on employee well-being," the authors summarized.

Real-World Applications

So what impact could such results have for managers and workers?

The study's authors suggest that the results are important and can help companies develop leadership training programs that can be used to teach transformational leadership skills. Acquiring communication skills such as resolving conflicts in the workplace and recognizing the needs of employees are an important part of transformational leadership.

"Such training programs can be seen as another essential component of workplace health promotion and prevention efforts and therefore should receive wide support," explained the study's authors.

A Word From Verywell

The transformational style of leadership can be highly effective when used appropriately, but it might not necessarily be the best choice for every situation. In some cases, groups may require a more managerial or autocratic style that involves closer control and greater direction, particularly in situations where group member are unskilled and need a lot of oversight.

One way to improve your own leadership skills is to assess your own current leadership style and think about ways in which your strengths can benefit the group you are leading. By evaluating your own skills, you will be better able to play to your strengths and work on improving your areas of weakness.

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How Do Transformational Leaders Inspire and Motivate Followers?

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Have you ever been in a group where someone took control of the situation by conveying a clear vision of the group's goals, a marked passion for the work, and an ability to make the rest of the group feel recharged and energized? This person just might be what is called a transformational leader.

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What is the Relational Leadership Model?

In schools, it all comes down to relationships, which is why the relational leadership model is so prevalent in education. The relational leadership model emphasizes the relationships among people when leading an organization. Relational leadership values inclusion, empowerment, purposefulness, ethical behaviors, and process orientation.

Inclusive leaders consider everyone's viewpoint and experiences when making decisions. While the leader ultimately makes the final decision, all perspectives are weighed carefully.

Relational leaders empower others. They see the strengths and weaknesses of each member of their team, and work to build on strengths and improve weaknesses. The professional growth of others is important to a relational leader.

Relational leaders have a clear purpose, which they are able to communicate to others. Purposeful leaders begin with the end in mind; everything they do leads to a common goal.

Ethical leadership is an important component of the relational leadership model. This means setting a good example and always putting the values of the organization at the forefront.

Finally, a relational leader values the process, encouraging reflection and collaboration. A relational leader values calculated risk-taking, knowing it is for the growth and benefit of the group.

What are the Benefits of Relational Leadership?

A leader who considers everyone's viewpoint may feel overwhelmed at first, but in the end they will be armed with all the information to make a sound decision. Listening to everyone's viewpoint does not mean heeding every viewpoint. By listening, however, a leader is prepared for potential pitfalls in any plan, allowing them to address those pitfalls as they arise.

Empowering others makes them feel valued. Feeling worthwhile makes employees much less likely to seek work elsewhere and overall boosts morale. When employees stay loyal to a company, it allows for continuity of vision and knowledge necessary for an organization to thrive. By empowering others to be leaders in their own right, a relational leader is able to delegate certain tasks, making the organization run more efficiently.

Having a clear purpose allows everyone to work simultaneously for the same goal. This allows stakeholders to act as partners, rather than adversaries. When settling a dispute, a relational leader will seek to find the best solution for all parties, rather than simply trying to defeat an opponent. This approach avoids the distraction of constant conflict, allowing the team to focus on their purpose.

Ethical leaders engender trust in the people who depend on them. By establishing trust, leaders are able to convince others to follow them, even if the road ahead is difficult.

By being process-oriented, stakeholders are able to learn new things, through trial and error, that they may not otherwise have learned. This allows the organization to become better at their stated purpose, whether it's raising money or student test scores.

Last but not least, relational leaders tend to be likable. Who wants to disappoint someone they like?

Ways to Implement Relational Leadership in Your School

A relational school leader seeks to gain the insight of all stakeholders. This might be a principal visiting teams of teachers on a professional development day to gain insight into how to improve school arrival and dismissal. It could also mean listening to the ideas of the parent group that would like to throw a tailgate for students, even if it's never been done before.

A good school leader will empower teachers in the building to grow professionally and in their teaching practice. A leader may give teachers key roles in areas in which they excel. For example, a teacher who is passionate about character education may be empowered to deliver professional development around the topic.

A leader with relational leadership skills will connect everything back to the district's central purpose, which is educating students. When implementing a new grading policy, for example, the principal connects the grading policy to the best way to communicate student learning. Knowing why they are implementing certain policies helps teachers stay on task and remain faithful to the philosophy of the district.

Ethical school leaders model the sort of behavior they expect from others. If they expect honesty from teachers and students, then a leader will admit if their new dress code was too restrictive or a mistake was the result of an oversight. This gives teachers trust in their leaders.

Process-oriented leaders encourage teachers to try new methods of teaching, knowing that even if the method fails, the teacher will have gained valuable insights into how their students learn best and how they can improve going forward. In a process-oriented building, teachers make progress because they aren't afraid of failing in the process.

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What is the Relational Leadership Model? - Graduate Programs for Educators

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In schools, it all comes down to relationships, which is why the relational leadership model is so prevalent in education. The relational leadership model emphasizes the relationships among people when leading an organization. Relational leadership values inclusion, empowerment, purposefulness, ethical behaviors, and process orientation. Inclusive leaders consider everyone's viewpoint and experiences when making decisions.

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Author(s): Tanzilya Oren
◽ Aleksei Gorshkov

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Journal of LGBT Issues in Counseling | ScienceGate

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Find the latest published papers in Journal of LGBT Issues in Counseling + Top authors, related hot topics, the most cited papers, and related journals

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Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth provides an in-depth look at the conditions that effectively push LGBTQ youth out of school and potentially into the criminal justice system. The report provides specific, real world guidance to address the hostile school climates and damaging policies and practices that contribute to pushing LGBTQ youth out of their schools.

Specifically, this report examines:

Rates of school discipline among LGBTQ youth and the factors that contribute to their school disciplinary experiences;

School dropout rates among LGBTQ youth and the factors that may play a role in pushing youth out of school;

How school disciplinary actions increase LGBTQ youth involvement with the juvenile and criminal justice systems; and

Differences in LGBTQ youth's experiences based on race/ethnicity, gender identity and expression, housing status, and disability.

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Educational Exclusion: Drop Out, Push Out, & School-to-Prison Pipeline

# data[].attributes.attachment_link.description
Educational Exclusion: Drop Out, Push Out, and the School-to-Prison Pipeline among LGBTQ Youth provides an in-depth look at the conditions that effectively push LGBTQ youth out of school and potentially into the criminal justice system. The report provides specific, real world guidance to address the hostile school climates and damaging policies and practices that contribute to pushing LGBTQ youth out of their schools.

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State-By-State Research - 2019 State Snapshots from the National School Climate Survey

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In this webinar, we review GLSEN's 2021 legislative agenda, then walk through two tools to help safe schools advocates leverage data for action: GLSEN's 2019 State Snapshots, as well as our Local School Climate Survey tool.

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Enhancing the Principal and School Counselor Relationship to Advocate for LGBTQ+ Students 

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Stephen T. Russell, Stacey Horn, Joseph Kosciw, Elizabeth Saewyc

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Safe Schools Policy for LGBTQ Students and commentaries

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Autonomy
Mastery
Purpose

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"What's the secret to unlocking the creativity hidden inside your daily work, and giving every great idea a chance? Harvard professor Linda Hill, co-author of "Collective Genius," has studied some of the world's most creative companies to come up with a set of tools and tactics to keep great ideas flowing -- from everyone in the company, not just the designated "creatives."

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Linda Hill: How to manage for collective creativity

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What's the secret to unlocking the creativity hidden inside your daily work, and giving every great idea a chance? Harvard professor Linda Hill, co-author of "Collective Genius," has studied some of the world's most creative companies to come up with a set of tools and tactics to keep great ideas flowing -- from everyone in the company, not just the designated "creatives."

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Servant leadership : How to lead with the heart ?  | Liz Theophille | TEDxSaclay

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How to Develop a Compelling Leadership Philosophy

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Your leadership philosophy is how you view yourself in the role of a leader. Here, we share how to develop your own leadership philosophy.